Percepción del impacto del ambiente de aprendizaje virtual en la comprensión lectora en inglés básico
DOI:
https://doi.org/10.58299/edutec.v34i1.446Palabras clave:
aprendizaje, lenguas, motivaciónResumen
Problema de investigación: Se tiende a considerar que los ambientes virtuales de aprendizaje (AVA) no apoyan realmente a los estudiantes a que desarrollen sus habilidades lingüísticas en un idioma extranjero. Objetivo general: Conocer de qué manera los AVA influyen en la comprensión lectora. Clasificación de la investigación: Este estudio se realizó bajo un enfoque de métodos mixtos. Población y muestra: 22 estudiantes de dos cursos virtuales de inglés 2 de la Universidad Veracruzana. La selección de la muestra fue no probabilística por conveniencia. Instrumentos de investigación: una encuesta de 28 preguntas, compuesta por 17 preguntas cerradas y 11 preguntas abiertas. Validación de instrumentos de investigación: validado mediante juicio de expertos. Análisis de datos: Los datos se analizaron mediante estadística descriptiva. Resultados: se pueden observar resultados con tendencia hacia lo positivo. Conclusiones: se puede afirmar que los AVA constituyen un espacio con un impacto positivo en la comprensión lectora en inglés.
Referencias
Ahmed, S. K., Mohammed, R. A., Nashwan, A. J., Ibrahim, R. H., Abdalla, A. Q., M. Ameen, B. M., & Khdhir, R. M. (2025). Using thematic analysis in qualitative research. Journal of Medicine, Surgery, and Public Health, 6(100198). https://doi.org/10.1016/j.glmedi.2025.100198
Almadhi, M. A., & Alanazi, M. Z. (2024). The effect of E-book reading on EFL Saudi learners’ reading comprehension and reading attitudes. Cogent Education, 11(1). https://doi.org/10.1080/2331186x.2024.2416356
Anderson, N. J. (2015). Developing engaged second language readers. TESOL Press.
Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 13(2), 130–136. https://doi.org/10.1177/1745691617699280
Bates, Tony, 1939-. (2015). Teaching in a Digital Age [B]. BC campus. doi: http://dx.doi.org/10.14288/1.0224023
Benítez, M. G., Barajas, J. I., & Hernández, I. N. (2014). Efecto de la aplicación de una estrategia de comprensión de lectura en un entorno virtual. Revista Electrónica de Investigación Educativa, 16(3), 71–87. http://redie.uabc.mx/vol16no3/contenido-benitezbh.html
Bobkina, J., Baluyan, S., & Dominguez, E. (2024). Tech-enhanced vocabulary acquisition: Exploring the use of student-created video learning materials in the tertiary-level EFL flipped classroom. Education Sciences, 15(4). https://doi.org/10.3390/educsci15040450
Bruggink, M., Swart, N., van der Lee, A., & Segers, E. (2025). Teaching reading comprehension in a digital world: Evidence-based contributions using PIRLS and digital texts. Springer Nature. https://link.springer.com/book/10.1007/978-3-031-75121-9
Chica, A. L., Rodríguez, Y. P., Álvarez, H. A., & Aguilar Cruz, P. J. (2023). Fostering EFL reading comprehension through the implementation of critical thinking questionnaires in a VLE. Revista Científica del Amazonas, 6(12), 66–78. https://doi.org/10.34069/RA/2023.12.07
Creswell, J. W. (2021). A concise introduction to mixed methods research (2nd ed.). SAGE Publications.
Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136–141. https://doi.org/10.64152/10125/66761
Díaz, Z., Noria, V. M., & Buendía, M. A. (2024). Comprensión lectora en la era digital: Una revisión sistemática. Revista Andina de Educación, 7(2). https://doi.org/10.32719/26312816.2024.7.2.1
Dooly, M., & O’Dowd, R. (2018). In this together: Teachers’ experiences with transnational, telecollaborative language learning. Peter Lang. http://library.oapen.org/handle/20.500.12657/26697
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
Duong, D. T. H., & Vo, V. T. T. (2024). Fostering Vietnamese EFL learners’ learner autonomy and reading comprehension ability through online platforms. European Journal of English Language Teaching, 9(4). https://doi.org/10.46827/ejel.v9i4.5624
Fan, Y.-C. (2010). The effect of comprehension strategy instruction on EFL learners’ reading comprehension. Asian Social Science, 6(8), 19–30. https://doi.org/10.5539/ass.v6n8p19
Ferreiro, E. (2011). Alfabetización digital. ¿De qué estamos hablando? Educação e Pesquisa, 37(2), 423–438. https://www.redalyc.org/articulo.oa?id=29819096014
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003
Grabe, W. (2020). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Grabe, W., & Stoller, F. (2019). Teaching and researching reading (3rd ed.). Routledge.
Habók, A., & Tóth, Z. (2024). Online reading strategies and comprehension achievement in secondary education. Heliyon, 10(3), e24281. https://doi.org/10.1016/j.heliyon.2024.e24281
Hampel, R., & Stickler, U. (2015). Developing online language teaching. Palgrave Macmillan.
Herrera, L. (2017). Impact of implementing a virtual learning environment (VLE) in the EFL classroom. Íkala, Revista de Lenguaje y Cultura, 22(2), 255–270. https://doi.org/10.17533/udea.ikala.v22n03a07
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Hubbard, P., & Levy, M. (2016). The scope of CALL education. Routledge.
Jiang, L., Zhou, N., & Yang, Y. (2024). Student motivation and engagement in online language learning using virtual classrooms: Interrelationships with support, attitude and learner readiness. Education and Information Technologies, 29, 17119–17143. http://dx.doi.org/10.1007/s10639-024-12514-4
Kormos, J. (2020). The second language learning processes of students with specific learning difficulties. Routledge.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
Meristo, M., Ljalikova, A., & Heero, A. (2022). Foreign language teacher perceptions of the virtual classroom. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1–19. https://doi.org/10.4018/IJCALLT.291112
Mohamad, S. K., & Belton, B. (2025). Disclosing the effects of automated feedback on reading comprehension, reading motivation, reading engagement, and reading anxiety through personalized technology-enhanced learning. Computers in Human Behavior Reports, 20, 100817. https://doi.org/10.1016/j.chbr.2025.100817
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning. EDUCAUSE Review, 46(5), 30–40. https://er.educause.edu/~/media/files/article-downloads/erm1151.pdf
Tomlinson, B. (2018). Developing materials for language teaching (2nd ed.). Bloomsbury.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2023). Global education monitoring report: Technology in education. UNESCO. https://digitallibrary.un.org/record/4020460?ln=en&v=pdf
Younas, A., Fàbregues, S., Munce, S., & Creswell, J. W. (2025). Framework for types of metainferences in mixed methods research. BMC Medical Research Methodology, 25, 18. https://doi.org/10.1186/s12874-025-02475-8
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Zurita, W. E., & Castro, S. J. (2025). Estrategias de lectura skimming y scanning para mejorar la comprensión lectora en estudiantes de inglés como lengua extranjera. Revista Latinoamericana de Lingüística Aplicada, 15(2), 45–60. https://soeici.org/index.php/alcon/article/view/682
